Textbooks
Volume 1 Issue 4
Design Corner
Choosing Materials Based on Understanding by Design
by Elliott Seif and Frank Champine
Big Ideas: Exploring the Essential Questions of
Education. An E-Source Journal. Grant Wiggins and
Associates
[http://www.bigideas.org/viewarticle.lasso?token.volumeid=6&-token.categoryid=19&token.articleid=89&session=Auth:392A6B517B6F262CD86D94D379277881]
Understanding by Design (UbD) provides a wonderful structure for developing
units of study. It also can be used directly as a tool to develop a curriculum at all
levels by developing overarching understandings and questions that guide the
development of courses and programs.
However, the development of understanding-based curricular programs is a
complex process that is enhanced through many avenues of curriculum
development and renewal. Unfortunately, many districts do not take the time to
develop a careful process for curriculum renewal that supports understandingbased teaching and learning.1
One of the most helpful tools to have in an understanding-based curriculum
design process is a materials and textbook selection process that promotes
understanding-based teaching and learning. Developing an understanding-based
materials/textbook selection process is important because curriculum materials
and textbooks often help to determine what teachers are able to do and are likely
to do in the classroom. The materials can either support or undermine an
understanding-based approach. Understanding by Design principles suggest a
number of criteria, described below, that can be used for selecting curriculum
and textbook materials:
Criterion #1 – Do the materials focus on big ideas and/or essential questions?
Curriculum materials and textbooks that are understanding-based usually identify
the “big ideas” developed through the materials and often include essential
questions for each chapter or unit. Unfortunately, many materials have a limited
focus on big ideas and/or essential questions, or they write questions for each
unit that are not really essential in nature (they focus on factual information).
Look for materials that identify a limited number of big ideas – concepts, themes,
issues, etc. – and that include provocative essential questions around which
knowledge is examined.
Criterion #2 – Do the materials require learners to be thoughtful, reflective, and
use high-level skills?
Understanding-based materials constantly ask students to think and reflect – to
explain their solutions to problems, interpret data, apply their knowledge to new
situations, explore diverse perspectives, empathize with others, learn more about
themselves (self-knowledge), and so on. The six facets are continually woven
into the fabric of the materials through both assessments and instructional
strategies.
There are also ample opportunities both to learn and use a variety of high-level
skills, such as research and scientific inquiry, strategic reading, the writing
process, problem solving, and decision making.
Look for continual instruction and assessment opportunities for students to be
thoughtful and reflective throughout the six facets -- explain, interpret, apply, give
perspectives, empathize and explore their own self-knowledge. Also look for
ample opportunities to learn and to use high-level skills, such as research,
scientific inquiry, strategic reading, writing, problem solving and decision making.
Criterion #3 – Do the materials include valid and varied assessments - both
traditional and performance-based?
Many materials vary in the nature and types of suggested assessments.
However, it is rare to find many materials that incorporate both traditional multiple
choice and true-false sentence-completion assessments with more open-ended
and thoughtful understanding-based assessments, such as writing prompts,
performance tasks, and reflective journals. Also, many assessments included
with curriculum materials are not valid in measuring the goals stated in the
materials, often because a different committee from the textbook developers
devised the assessments separately from the goals and text of the materials.
Few materials examine how to incorporate formative assessments that help
students to achieve success over time.
Look for a variety and balance between traditional and understanding-based
performance assessments and between summative and formative assessments.
Look for the validity of the assessments – the connections between the
assessments and the goals of the materials.
Criterion #4 – Do the materials contain effective and engaging activities?
One measure of a powerful, understanding-based curriculum can be found in the
nature of the suggested activities. Are the activities designed to insure the
successful mastery of understanding (the “effectiveness” of the activities)? Do
they help students engage in inquiry of essential questions? Do they help
students explain and explore their understanding on a regular basis? Are many
of the activities “constructivist” in nature – that is, require continual interactions
between teachers and students and require students to “make meaning” through
the activities? Do the activities tend to “hook” students and hold their interest?
Look for activities that help students master understanding, explore essential
questions, explain and develop their understanding, promote interaction between
teachers and students, motivate student learning, and help students make
meaning.
Criterion #5 – Do the materials continually revisit big ideas?
A good understanding-based curriculum revisits the same ideas and develops
them over time in more complex ways. For example, a good understandingbased mathematics curriculum will examine spatial relationships in more complex
ways as students progress through the grades. A good understanding-based
U.S. history textbook will examine the same big idea, such as “the struggle to
preserve and enlarge democracy,” through multiple units so as to enhance and
refine student understanding.
Look for materials that use “overarching” big ideas and questions to develop
ideas in greater depth and inquire into them over time. Examine the coherence of
the materials by determining how well they revisit, refine, and reflect on ideas
and/or explore the same or similar questions over time.
Criterion #6: Do the materials reflect a “developmentally appropriate” approach to
student learning?
Understanding-based curricula appropriately challenge students and provide
rigorous academic learning that is developmentally appropriate. For example,
reading level formulas are not used to produce sterile reading materials below
the level of student understanding. Difficult words are not taken out of the text
solely because of their difficulty. Where appropriate, the materials encourage
teachers and students to examine difficult ideas and enlarge concepts and
vocabulary. The materials are not so difficult for students that they cannot use
them. On the other hand, the materials are not so simple that they prevent
significant learning.
Look for materials that support rigorous academic learning of big ideas and
essential questions but are not so far above or below the current abilities of the
learner that they stifle learning.
Criterion #7 – Are the materials geared to the diverse abilities, interests, and
needs of students?
Good materials support the varied needs of students in a diverse classroom
environment. The teacher’s guide specifically notes differentiated strategies for
various ability levels, such as choices and options, modifications,
accommodations for varied learners, and appropriate enrichment activities.
Special students of all types are capable of working with the materials at an
independent level or with limited support from regular education or special
education teacher.
Also, texts, materials, and instructional strategies provide a variety of activities
that take into account the multiple and diverse intelligences of students. The text
and materials take into account different learning styles both in the way students
access information and in the suggested assessments used to assure
understanding and the learning of key knowledge and skills.
Look for the ways that the materials support the varied needs of students in a
diverse classroom environment, including special education students. Also look
for ways that the materials and strategies incorporate multiple student
intelligences and learning styles.
Criterion #8 – Is the curriculum program based on text alone, or does it include
many different types of materials, including technology-based learning?
If the materials are built around a text, does the text play a supporting role (not a
sole one) within the entire program? For example, are there supplied ancillary
materials that allow for the use of primary sources, data for interpretation, etc. for
inquiry and thinking and create a varied and exciting dimension to the overall
learning experience? Are students enabled to utilize meaningful technology
elements in learning and assessment? Does the program contain suggested
Internet web sites and CD-ROMs within the program that provide a meaningful
expansion of the teaching experience tied to understanding-based teaching and
learning?
If there is no text, are there varied, thought-provoking, understanding-based
materials that guide learning? Do the materials lend themselves to inquiry and
thinking, and create a varied and exciting dimension to the overall learning
experience? Are meaningful technology elements included in both learning and
assessment, including the Internet and CD ROM components?
Look for whether the text is the sole source of information or whether there are
multiple sources that allow for thoughtful understanding-based learning and
inquiry. Look at the role of technology in promoting understanding-based
teaching and learning.
Criterion #9 – Do the materials encourage interdisciplinary connections?
Effective materials encourage interdisciplinary connections. One possibility is that
they integrate big ideas and/or essential questions not only from the discipline
being studied but other disciplines as well. For example, history texts might
incorporate many big ideas and essential questions from economics,
government, and geography. Science materials that meet this criterion might
include big ideas and essential questions that integrate various science
disciplines, such as biology, chemistry and physics. Interdisciplinary connections
are also developed through the development of processes and skills.
Look for ways that the materials can encourage interdisciplinary connections,
such as by integrating big ideas and essential questions or skills and processes
across disciplines.
Criterion #10 – Are the materials and instructional plans well organized and easy
to use (teacher friendly)?
Since teachers have so many professional functions they must perform, good
organization of curriculum materials and relative ease of use are important. Good
materials have clearly stated understanding-based goals throughout the
program, with units, assessments, instructional plans and strategies clearly
developed and organized. The teacher should not have to continually search for
or find appropriate materials, but, in general, they should be supplied or be
accessible. Teachers should be able to use the units, lessons, assessments, and
support materials in a relatively easy fashion and should be able to adapt them
where necessary and appropriate.
Look at whether the understanding-based program is well-organized, how big
ideas and essential questions are clearly organized and made explicit throughout
the materials, how well developed and organized each unit and lesson is, how
assessments and materials are integrated throughout the program, how
accessible suggested outside materials are, and how easy it is to adapt the
program to a teacher’s own style.
Criterion #11 – Are outside experiences, including family involvement, part of the
learning experience?
The materials suggest multiple opportunities for connecting the curriculum to the
outside world through authentic learning opportunities Authentic experiences
such as field trips, interviews, use of real data, etc. are included throughout the
program and are tied to big ideas and/or essential questions. The program is
organized in such a way that parents can help their child work on homework that
is tied to understanding-based learning. Study guides are clear and help students
use a variety of study, research and thinking processes and skills. The materials
also recognize the primary educational role of the family and support parents
who wish to extend and foster supplemental understanding-based learning
experiences with their children.
Look for authentic learning experiences to be an ongoing part of the curriculum
materials. Also look for many opportunities for parents to work with their children
in order to supplement understanding-based learning experiences. Supplemental
materials, such as study guides, should also help students organize their learning
and thinking.
Use the figure below, a one-page summary of the key criteria, to rate curriculum
materials and determine whether they are understanding based.
A Summary of Understanding-Based Materials Selection Criteria
#1 –Do the materials focus on big ideas and/or essential questions? Look for the
extent to which the materials identify a limited number of big ideas – concepts,
themes, issues – and include provocative essential questions around which
knowledge is examined.
#2 – Do the materials require learners to be thoughtful, reflective and use highlevel skills? Look for continual instruction and assessment opportunities for
students to be thoughtful and reflective through the six facets -- explain, interpret,
apply, give perspectives, empathize and explore their own self-knowledge. Also
look for ample opportunities to learn and to use high-level skills, such as
research, scientific inquiry, strategic reading, writing, problem solving and
decision making.
#3 – Do the materials include valid and varied assessments- both traditional and
performance based? Look for variety and balance between traditional and
understanding-based performance assessments and between summative and
formative assessments. Look for the validity of the assessments – the
connections between the assessments and the goals of the materials.
#4 – Do the materials contain effective and engaging activities? Look for
activities that help students master understanding, inquire into essential
questions, explain and explore their understanding, promote interaction between
teachers and students, motivate student learning, and help students make
meaning.
#5 – Do the materials continually revisit big ideas? Look for materials that use
“overarching” big ideas and questions to develop ideas in greater depth and
inquire into them over time. Examine the coherence of the materials by
determining how well they revisit, refine, and reflect on ideas and/or explore the
same or similar questions over time.
#6: Do the materials reflect a “developmentally appropriate” approach to student
learning? Look for materials that support rigorous academic learning of big ideas
and essential questions but are not so far above or below the current abilities of
the learner that they stifle learning.
#7 – Are the materials geared to the diverse abilities, interests and needs of
students? Look for the ways that the materials support the needs of students in a
diverse classroom environment, including special education students. Also look
for ways that the materials and strategies incorporate the multiple student
intelligences and learning styles.
#8 – Is the curriculum program based on text alone, or does it include many
different types of materials, including technology-based learning? Look for
whether the text is the sole source of information or whether there are multiple
sources that allow for thoughtful understanding-based learning and inquiry. Look
at the role of technology in promoting understanding-based teaching and
learning.
#9 – Do the materials encourage interdisciplinary connections? Look for ways
that the materials encourage interdisciplinary connections, such as by integrating
big ideas and essential questions or skills and processes across disciplines.
#10 – Are the materials and instructional plans well organized and easy to use
(teacher friendly)? Look at whether the understanding-based program is well
organized, how big ideas and essential questions are clearly organized and
made explicit throughout the materials, how well developed and organized each
unit and lesson is, how assessments and materials are integrated throughout the
program, how accessible suggested outside materials are, and how easy it is to
adapt the program to a teacher’s own style.
#11 – Are outside experiences, including family involvement, part of the learning
experience? Look for authentic learning experiences to be an ongoing part of the
curriculum materials. Also look for many opportunities for parents to work with
their children in order to supplement understanding-based learning experiences.
Supplemental materials, such as study guides, should also help students
organize their learning and thinking.
Notes:
1. See also: Elliott Seif, "Curriculum Renewal: A Case Study," in Curriculum
Renewal Handbook, (ASCD, 1998).
Elliott Seif is an educational consultant, author, trainer and member of the
Understanding by Design cadre since its inception. Among his past activities -he was a social studies teacher, a Professor of Education at Temple University,
and the Director, Curriculum/instruction Services for the Bucks County
Intermediate Unit, an educational service agency in Bucks County, Pennsylvania.
To contact Elliott, email him at twoels@critpath.org.
Frank Champine taught in the Neshaminy School District in Southeastern, PA for
35 years and was the K-12 coordinator for social studies during the last 10 years
of his secondary career. Upon retirement, he joined the instructional staff at the
University of Pennsylvania and La Salle University. He is also a consultant and
trainer in Understanding by Design. fchampine@comcast.net.